QCF265 Contemporary Literature Studies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | QCF265 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: College 1 2026, Kelvin Grove, Internal
| Unit code: | QCF265 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Simon O'Brien | s61.obrien@qut.edu.au |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It provides opportunities for you to discover the richness of language, empowering you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
In this unit you will respond to and create texts that show how language and culture are interrelated and expressed in a range of socio-cultural contexts. A variety of literary and non-literary texts will be used to develop an understanding of and ability to use text structures and language features across a range of contexts including academic learning. The focus will be on:
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
In this unit, you are acknowledged as the owner of your own learning. As such, you will learn to evaluate your own work and identify ways to make improvements. You will also gain experience in evaluating the work of others and in so doing gain an understanding of how learners can be instructional resources for each other.
Some feedback techniques used in this unit include:
- Self-evaluation checklists
- Teacher modelling of language
- Revision and editing techniques
- Teacher and student consultations
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. Formative Portfolio tasks provided fortnightly from Weeks 3-10 enable opportunities for feedback which will contribute to the knowledge and skills needed to complete summative assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as a language learner and user.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Group presentation and textual analysis
Working in small groups, you will analyse the literary merit and value of an allocated text for the purpose of justifying the text's inclusion in a textbook for students. Students will present a summary of the main ideas presented in the text, an analytical discussion about its use of textual features and how these contribute to the text’s overall meaning. To conclude the presentation, students will surmise the effectiveness of the text for students studying literature.
Assessment: Imaginative transformation
For this assessment task you are to write a short story of 800-1000 words that draws on the perspectives, concepts, identities, times or places represented in one of the texts studied during the unit as approved by your tutor. The short story can be set in either the same or different time and place as the text. It should reflect the ideas, attitudes, values and beliefs that underpin the original text to influence the reader. You will need to use the patterns and conventions of a short story to prompt emotional and/or critical responses in the reader through the use of plot structure, narrative viewpoint, characterisation and textual features.
You will also write a justification paragraph of 200 words that explains the decisions made when approaching the narrative transformation. This paragraph will outline the connection of the short story to the original text, the adoption of the original themes and character motivations as well as the inclusion of textual features and elements.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination (written)
Under exam conditions, you will create an 800-1000 word critique of a text provided to you. Your response must respond closely to the exam question and should justify how the parts of the story contribute to the whole. You will consider how elements such as the context, setting, characters, plot, literary devices, plot structure and theme are used by the author to convey the message to the intended audience. You will discuss literary devices that are relevant to these elements and focus on the author's use of 3 of these elements.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There is no set text for this unit. All learning resources will be available to you via the unit's course site or provided to you in class.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.QC18 University Preparation Program
- Demonstrate knowledge and skills that are fundamental to academic studies across a range of discipline areas.
Relates to: Group presentation and textual analysis, Imaginative transformation, Examination (written) - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Group presentation and textual analysis, Imaginative transformation, Examination (written) - Communicate effectively in an academic context using written, oral and/or multimodal genres
Relates to: Group presentation and textual analysis, Imaginative transformation - Demonstrate the capacity to work independently and/or collaboratively within the university context to effectively meet study goals
Relates to: Group presentation and textual analysis
Unit Outline: College 2 2026, Kelvin Grove, Internal
| Unit code: | QCF265 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Simon O'Brien | s61.obrien@qut.edu.au |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It provides opportunities for you to discover the richness of language, empowering you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
In this unit you will respond to and create texts that show how language and culture are interrelated and expressed in a range of socio-cultural contexts. A variety of literary and non-literary texts will be used to develop an understanding of and ability to use text structures and language features across a range of contexts including academic learning. The focus will be on:
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
In this unit, you are acknowledged as the owner of your own learning. As such, you will learn to evaluate your own work and identify ways to make improvements. You will also gain experience in evaluating the work of others and in so doing gain an understanding of how learners can be instructional resources for each other.
Some feedback techniques used in this unit include:
- Self-evaluation checklists
- Teacher modelling of language
- Revision and editing techniques
- Teacher and student consultations
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. Formative Portfolio tasks provided fortnightly from Weeks 3-10 enable opportunities for feedback which will contribute to the knowledge and skills needed to complete summative assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as a language learner and user.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Group presentation and textual analysis
Working in small groups, you will analyse the literary merit and value of an allocated text for the purpose of justifying the text's inclusion in a textbook for students. Students will present a summary of the main ideas presented in the text, an analytical discussion about its use of textual features and how these contribute to the text’s overall meaning. To conclude the presentation, students will surmise the effectiveness of the text for students studying literature.
Assessment: Imaginative transformation
For this assessment task you are to write a short story of 800-1000 words that draws on the perspectives, concepts, identities, times or places represented in one of the texts studied during the unit as approved by your tutor. The short story can be set in either the same or different time and place as the text. It should reflect the ideas, attitudes, values and beliefs that underpin the original text to influence the reader. You will need to use the patterns and conventions of a short story to prompt emotional and/or critical responses in the reader through the use of plot structure, narrative viewpoint, characterisation and textual features.
You will also write a justification paragraph of 200 words that explains the decisions made when approaching the narrative transformation. This paragraph will outline the connection of the short story to the original text, the adoption of the original themes and character motivations as well as the inclusion of textual features and elements.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination (written)
Under exam conditions, you will create an 800-1000 word critique of a text provided to you. Your response must respond closely to the exam question and should justify how the parts of the story contribute to the whole. You will consider how elements such as the context, setting, characters, plot, literary devices, plot structure and theme are used by the author to convey the message to the intended audience. You will discuss literary devices that are relevant to these elements and focus on the author's use of 3 of these elements.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There is no set text for this unit. All learning resources will be available to you via the unit's course site or provided to you in class.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.QC18 University Preparation Program
- Demonstrate knowledge and skills that are fundamental to academic studies across a range of discipline areas.
Relates to: Group presentation and textual analysis, Imaginative transformation, Examination (written) - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Group presentation and textual analysis, Imaginative transformation, Examination (written) - Communicate effectively in an academic context using written, oral and/or multimodal genres
Relates to: Group presentation and textual analysis, Imaginative transformation - Demonstrate the capacity to work independently and/or collaboratively within the university context to effectively meet study goals
Relates to: Group presentation and textual analysis